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Original Contribution

3.
Literacy Need
Scores show that students with disabilties
are not passing the Ohio Achievement
Assessment at the same rate as their
peers. Crestwood Middle School needs to
find and implement a reading program
that will help all children be successful
with attaining reading skills.

4.
Research
Working on vocabulary development is one of the key components that the National Reading
Panel (2000) suggests as a key to developing literacy. “The larger the reader’s vocabulary
(either oral or print), the easier it is to make sense of text.” (p 13)
Working with partners is another strategy that has been suggested as a way to improve reading. In
a program called Reading Success (Idol, 2010), one of the key components is working with a
tutor to improve reading skills. By working with a partner, students are given the opportunity
to learn from each others' strengths to build their knowledge of vocabulary. The Report of the
National Reading Panel has also suggested that cooperative learning in this method will help
students to gain the knowledge and skills needed to be successful with the content.
Susan Sze (Dec 2009) has suggested the use of “index card guides, comprehension through prereading, increasing vocabulary skills, researching a topic prior, ask vital questions, sight word
bingo, flashcards, word hunts, word walls” (p 1017) as methods to help struggling readers
become more successful. By using these methods students are able to be better exposed to the
topic or unit at hand and allow for more learning to take place. Many of these skills are used in
the RtI process and have been shown as successful with students of all ability levels. Special
education students and students who are English Language Learners especially make gains
from strategies that allow for the vocabulary of important units to be pre-taught and retaught
throughout the lessons.

5.
Lesson Plan
Standards: Ohio Earth and Space Science- (6th grade #1)- Describe the
rock cycle and explain that there are sedimentary, igneous and
metamorphic rocks that have distinct properties (e.g., color, texture)
and are formed in different ways. Acquisition of Vocabulary
(6th, 7th, 8th grade. #1)- Define unknown words through context clues,
author’s definition, and the author’s use of comparison, contrast and
cause and effect.
Objectives/Learning Outcomes: At the end of this lesson students will
be able to identify the three types of rock categories, describe the rock
cycle, and define several vocabulary words using their own language.
Materials, Resource and Technology: For this lesson we will need KWL
charts, premade flash cards with key vocabulary words, a smartboard
introductory lesson on the rock cycle and rock examples (sedimentary,
metamorphic, igneous).

6.
Steps:
Lesson Plan
1. KWL Chart- Pass out to each student and ask them to complete only the K and W section. First explain that the
K section is for what the students already know about the rock cycle and rock categories. The W section is for
what students what to know about the topic. When everyone has had a chance to complete this, then share as a
class to get the students brainstorming and thinking scientifically.
2. Students will then see a list of vocabulary words on the smartboard and be asked to work with a partner to read a
few sentences about each vocabulary word. With these sentences the students will be asked to use context
clues to write their own definition of the vocabulary words.
3. Students will then work with their partner to use a dictionary or electronic dictionary to define the words and
compare to see if their definitions were correct.
4. The teacher will then transition the students back to their seats (if they have moved around the room to work
with their partners) and show a presentation on the smartboard.
5. Using hands-on-examples, the teacher will reinforce the vocabulary words by passing around an example of the
three kinds of rocks; igneous, metamorphic, sedimentary.
6. Students will then be given a set of flashcards with the important vocabulary for the unit on it for them to study
from. Students will be asked to read the cards together as class first (read cards 2 times), then study them
independently for 5 minutes.
7. With any remaining class time the students may work with a partner or small group to practice with the flash
cards to learn the vocabulary.

7.
Lesson Plan
Assessment/Evaluation: At the end of the lesson today, students will be given an exit slip
where they are asked to draw the rock cycle and define at pick two words to define out
of the following words: igneous, sedimentary, metamorphic, cementation, compaction,
magma, lava, sediment, weathering, and erosion. In order to receive full credit for the
exit slip assignment, students must have at least the three rock categories and arrows
pointing the correct ways on their rock cycle diagram. On their definitions they must
have at least one word correctly defined. Feedback will be given to students as they
hand in their exit slips so they know if they will need extra help with this concept or if
they have passed that component. If students are unable to complete these tasks, they
will be given small group tutoring with the teacher during the study hall later that day
to help assist and practice the missed concepts. At the end of the unit the students will
be creating a project instead of taking a formal assessment on this unit.

8.
Survey
1. What sections of the plan would you like to see more differentiation
options?
2. Which activities could you see working well with your group(s) of
students?
3. Which activities could you see not working well with your group(s) of
students?
4. What extension activities do you think your students would be
successful with?
5. What scaffolding or front loading topics do you see yourself needing
to cover before starting this lesson plan?

9.
References
Idol, L. (March/April 2010) Reading success: validation of a specialized literacy program (19782007). Remedial and Special Education. 31, 2. 97-115. Retrieved from
Sze, S. (Dec 2009) Mislabeled reading learning disabilities: assessment and treatment for reading
difficulties in students with learning disabilities. College Student Journal. 43, 4. 1015-1019.
Retrieved from
NICHD (2000). Report of the national reading panel: Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its implications for
reading instruction: Reports of the subgroups. Washington DC: National Institute of Child
Health and Human Development.

10.
References
Idol, L. (March/April 2010) Reading success: validation of a specialized literacy program (19782007). Remedial and Special Education. 31, 2. 97-115. Retrieved from
Sze, S. (Dec 2009) Mislabeled reading learning disabilities: assessment and treatment for reading
difficulties in students with learning disabilities. College Student Journal. 43, 4. 1015-1019.
Retrieved from
NICHD (2000). Report of the national reading panel: Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its implications for
reading instruction: Reports of the subgroups. Washington DC: National Institute of Child
Health and Human Development.